TPACK in Action: A Study of A Teacher Educator's Thoughts When Planning to Use ICT

Autor/inn/en	Bibi, Shaista; Khan, Shahadat Hossain
Titel	TPACK in Action: A Study of A Teacher Educator's Thoughts When Planning to Use ICT
Quelle	In: Australasian Journal of Educational Technology, 33 (2017) 4, S.70-87 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
DOI	10.14742/ajet.3071
Schlagwörter	Educational Technology; Technology Uses in Education; Pedagogical Content Knowledge; Technological Literacy; College Faculty; Technology Integration; Protocol Analysis; Planning; Qualitative Research; Decision Making; Foreign Countries; Knowledge Level; Case Studies; Participant Observation; Australia + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pädagogische Kompetenz; Technisches Wissen; Fakultät; Ablaufplanung; Planungsprozess; Qualitative Forschung; Decision-making; Entscheidungsfindung; Ausland; Wissensbasis; Case study; Fallstudie; Case Study; Teilnehmende Beobachtung; Australien
Abstract	In this paper, we discuss how a university lecturer (pseudonym: James) drew on his technological pedagogical and content knowledge (TPACK) when planning to integrate technology in teaching. The main purpose of the study was to use real-life planning observations to understand James's TPACK. The data were obtained through think-aloud sessions in which James planned a course that is offered to undergraduate initial teacher education (ITE) students in a research-intensive Australian university. Chi's (1997) verbal analysis method was used to analyse verbal qualitative data. The results indicate that a different set of knowledge domains underpinned James's decisions in each different episode of his planning sessions giving his TPACK a dynamic and context-sensitive nature. We suggest observations of teachers when making actual planning decisions as one of the preferred methods to understand the nature of their TPACK. The study introduces a new approach in understanding how this teacher's TPACK looks when he drew on various domains of knowledge, by visually presenting the combinations made among knowledge domains. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01